February Newsletter from Education Advisers

EDUCATION ADVISERS

FEBRUARY NEWSLETTER

Easter Revision Webinar - Video

Are you looking for the best Easter Revision courses for 2026? We ran an informative webinar in mid January and we were joined by Sevenoaks School UK, Sherborne International, MPW in London, Birmingham and Cambridge and Oxford Science Studies.

Please watch our recording via YouTube - click here.

Our Education Advisers team & the expert panel guided the audience through the top options and helped families to make the best choice for their child’s success.

Have a look at our dedicated website to see the wide variety of options.

You can also read our helpful Blog - Revision Courses Are They Worth It - click here.

We are running a Summer Schools webinar too - Join our knowledgeable team and summer school partners on 18 Feb for our 1 hour webinar on "How to Choose the Best Summer School Programme". Please register via this link. See more information below about this.

Visit to Oakham School

It was a great pleasure to visit Oakham school this week and to catch up with the very welcoming admissions team as well as Deputy Head, James Robinson (pictured right), who gave me a very enjoyable and informative tour. It was particularly exciting to be shown the incredible DT department and learn about the opportunities for the youngest students at the school to get involved in building their own racing cars. Apparently there are

11-year old boys and girls who can explain the workings of hydraulic brakes!

Oakham feels like a thriving, down to earth and inclusive community which offers its pupils the very best of a private education with outstanding facilities for sport, art, drama and music as well as a broad and solid academic programme. In the sixth form students can choose between A-Levels, the IB Diploma and BTECs and each child is fully supported to develop their own interests and talents, both within and outside the classroom.

EA student, Angelique, spoke highly of the wide range of opportunities available to students and the fantastic pastoral care and support at the school, especially from her ‘amazing’ houseparents. The boarding houses feel like a ‘home from home’, striking a perfect balance between careful supervision and providing a comfortable atmosphere where students can relax and socialise.

Oakham is a forward-looking school with exciting plans for the future – we look forward to keeping abreast of all the new initiatives.

By Mary Banks-Murayama - President and Managing Director

Schools must act on Deepfakes and Chatbots

The ability to create fake content is nothing new, but the technology has accelerated at such a pace that you do not need any fancy software or technical skill to create potentially seriously damaging content.The UK Safer Internet Centre conducted a survey that found that more than 1 in 10 students have witnessed their peers using AI to make sexual deepfakes.

When this behaviour is combined with the still‑developing prefrontal cortex of the adolescent brain - responsible for impulse control, risk assessment, and long‑term decision‑making - the potential consequences increase significantly. Many teenagers are unaware that creating or sharing sexually explicit deepfakes is illegal in numerous jurisdictions and can result in criminal charges. Several countries have already introduced or strengthened legislation targeting this issue. In Australia, for instance, proposed laws would make the redistribution of non‑consensual deepfake material a criminal offence punishable by prison sentences of up to six years.

We read a very interesting article in School Management Plus by Jack Dougall (international educator and AI lead in a school) who said, "I believe AI, when used sensibly, has enormous potential to support and enhance learning. It can strengthen critical thinking and provide individual learner support. I have written much on the topic and, as AI lead at my school, I frequently advocate for its sensible use with my students. However, it is precisely because of this belief that I feel enormous pressure to highlight the seriousness of the new safeguarding risks these technologies create."

Please read the full article here . Jack has produced a very powerful video which is being used to educate students, their parents and school staff, please watch it.

Chatbots are increasingly being used for help when students should be talking to those that care for them. The one thing that a Chatbot cannot do (because of potential data breaches) is follow up with a student. So the student can become more and more isolated whilst their parents, or safeguarding staff in school might be totally unaware of the crisis that is unfolding. In a survey of 2,000 young people Vodaphone reports that youngsters engaging with chatbots are spending on average of 42 minutes per day interacting with them. Around 31 per cent said they considered AI a "friend", turning to it for advice on difficult situations (24 per cent) and to help manage their worries or anxieties (20 per cent).

Ministers have updated their AI safety expectations, telling schools to use the technology to identify signs of "distress" in pupils and alert concerning behaviour to safeguarding leads "to get ahead of emerging harms". Speaking at the Global AI Safety Summit in London recently, UK Secretary of State for Education, Bridget Phillipson, said the updated standards safeguard mental health. There are also strict new guidelines around emotional and social development, which Ms Phillipson said were particularly key for younger pupils and those with special educational needs and disabilities. "We’ve got to make sure AI products don’t replace vital human interactions and relationships," she warned.

National Year of Reading

The Government and the National Literacy Trust have together launched the National Year of Reading, which is being backed by individuals including Leah Williamson (footballer) and Richard Osman (author).

Unveiled recently at Arsenal’s Emirates Stadium as part of a year-long campaign, Go All In aims to tackle a "worrying decline" in reading for pleasure among children and young people. It brings together schools, families, libraries and cultural organisations, and builds on existing government measures that include a new mandatory reading test for all pupils in Year 8. Click the link above where there is a great video.

Listening to audiobooks counts as reading, the Queen has said. During a visit to the National Library of Scotland to launch the National Year of Reading, Her Majesty said audiobooks had a part to play in the "battle" to keep everyone interested in reading.

Experts have set out four recommendations for the government and schools to increase reading for pleasure, read more here.

give reading for pleasure a higher profile in the curriculum
tackle the tension in teacher training
create playful interaction with texts
address assessment pressures

There is also an interesting report about the lack of reading at home, please see this article which highlights that a quarter of parents avoid reading to their children because they lack belief in their own ability. These findings come from a recent Parentkind poll, as schools contend with ‘weaker language foundations’.

For ideas and inspiration the School Reading List website has great suggestions for children of all ages.

Visit to Stamford School

After meeting headmaster Chris Seal at a recent education event it felt as if a visit to Stamford School was long overdue. Describing the school as something of a “hidden gem”, Chris and his colleagues soon convinced me that this was absolutely true!

Stamford was founded as a boys’ school in 1532 with the girls’ school a somewhat later development in the late 19^th century. Now they are fully integrated as an impressive, co-educational day and boarding school for students age 11-18 situated in the heart of this beautiful Lincolnshire market town. The school exudes a warm and purposeful atmosphere, and the students came across as friendly and down to earth, with staff and students alike all expressing a genuine pride in their school.

The school offers a broad and stimulating curriculum, including the unusual BTEC options of Agriculture and Engineering in the 6^th form, as well as an i-Media course, equivalent to an A-Level. Co-curricular opportunities are wide-ranging and include Gold DofE as well as a full CCF programme and excellent sports facilities.

Particularly appealing for older students is the separate 6^th Form centre with dedicated teaching, study and social spaces, allowing them to experience a more mature environment whilst remaining an integral part of the school. It is a measure of their attachment to the school that the students elected to continue wearing uniform in the 6^th Form rather than having a free choice of attire.

Boarding is arranged in houses, with a separate junior house for Years 7 and 8 and then boys’ and girls’ houses for the older students. Stamford has a relatively small, but extremely close-knit boarding community. It was lovely to hear from two international students that the boarding experience was “awesome” and about how much they enjoyed being in such a great, safe town.

Stamford has a lot to shout about and we are delighted to have been able to learn more about this lovely school.

By Mary Banks-Murayama - President and Managing Director

Social Media Ban - debate rages worldwide

In the UK a major Times Education Supplement survey found that 97% of teachers believe there should be greater regulation of children’s social‑media use. Sir Keir Starmer has not ruled out banning British under 16s from social media, saying "all options are on the table". Asked if he would support such a ban, Sir Keir said: "We need to better protect children from social media. We're looking at what is happening in Australia." The House of Lords voted recently in favour of a ban, which has caused increased pressure for ministers to act. The Conservatives said that they would block under 16s from social media platforms, as well as prohibiting smartphones in schools, if they win the next election.

Please read this excellent article in School Management Plus by Headmaster of Cottesmore School, Tom Rogerson who presents a very balanced viewpoint. Tom suggests that if we are serious, we must ask platforms to meet society halfway. That means:

Effective age assurance, not box-ticking. The consultation is right to focus on accuracy and enforceability.
A serious attack on addictive patterns. If infinite scrolling and streaks are part of the harm, they should not be treated as neutral design flourishes.
Responsibility that sits with adults and companies, not children. Australia’s model centres obligations on platforms, not on punishing young tech users.

Whether there is a ban or not children will still need the internet. That means schools and parents doubling down on three things:

Real-world richness: sport, music, drama, outdoor education, service, hobbies that create identity without an audience.
Digital literacy that includes design literacy: teaching children how feeds hook them, how outrage travels, how comparison corrodes.
Simple, consistent boundaries at home: phones out of bedrooms, time-boxed use, tech-free meals, proper sleep protected like vaulted gold.

His final thought is compelling, "When we talk about protecting children online, it is easy to slip into fear. Fear is understandable, but it is not a strategy. Strategy is building a childhood worth looking up from your phone for. So, yes: let’s debate the age limit, the enforcement, the technology, and the law. Let’s do it properly, evidence-led, and with young people’s voices genuinely heard. But let’s also remember the deeper aim: Technology should enrich children’s lives, not shrink them."

In Dubai a number of organisations have joined forces to issue a rare, joined-up warning on dangerous social media incidents. The Knowledge and Human Development Authority (KHDA), Dubai Health Authority, the Dubai Police and schools are all acting together. This sort of joined up approach is rare - and a number of people have suggested it should become the global model for how governments should act when children are placed at serious risk by social media. They have released a video explaining the dangers, please do watch it.

France's National Assembly has backed a bill that would ban social media access for under 15s, a proposal supported by President Emmanuel Macron. Lawmakers in the lower house have agreed key elements of the bill, before voting 116-23 in its favour. Next, the bill will go to the upper house, the Senate, for approval. If it is passed, young teenagers would not be able to use networks such as Snapchat, Instagram and TikTok. The French move is part of a growing trend of restricting social networks for children, triggered by increasing evidence of the damage they can cause to mental health.

Ofsted will check every school’s policy on mobile phones during inspections and the government will issue "tougher guidance for schools" on restricting the devices, ministers have announced. There will also be a consultation on restrictions around "addictive features" in apps, a potential ban on access to social media for children, and better age checks. The government said yesterday that schools will be "expected to be phone-free by default" thanks to this recent announcement. The guidance will be non-statutory, meaning schools will not have a legal duty to follow it.

The Brilliance of Boredom

Following on from the raging debate about social media we were pleased to read about why negotiating boredom can be a very useful growth strategy.

In modern families life moves fast. Clubs, homework, screens and social plans all crowd in, so it is no wonder children struggle when the pace slows.

But psychologists and educators are increasingly clear: boredom isn’t a problem to fix. It’s a developmental superpower as it sparks creativity. When children have unstructured, screen‑free time, their minds wander and this is where imagination lives. Researchers studying play and creativity note that boredom encourages children to invent their own fun, explore interests, and develop independence.

Neuroscientists highlight that the brain needs low‑stimulation moments to rest and reset. Constant novelty (especially from screens) can make ordinary life feel “not enough.” Boredom helps children practise sustained attention and build resilience to everyday lulls.

Psychologists describe boredom as wanting something meaningful to do but not yet knowing what that is. Learning to tolerate this discomfort without adults rushing in to fix it strengthens self‑discipline and problem‑solving.

Why Boredom Feels Hard Today

• Screens offer instant entertainment, making real‑world downtime feel flat by comparison.

• Parents often feel pressure to “keep them busy,” even though overscheduling can leave children overstimulated and less able to self‑direct.

• Children used to constant activity may initially find quiet time uncomfortable - but this improves with practice.

How Parents Can Support Healthy Boredom

1. Start with empathy. A simple “I know it’s frustrating when nothing feels interesting” helps children feel understood.

2. Create predictable downtime. Short, regular pockets of unstructured time help children adjust. Modelling your own quiet moments - reading, pottering, resting - makes a difference.

3. Set up the environment for success, eg. a boredom jar, a creativity cupboard, a list of activities.

4. Praise the process - notice when your child starts something new, sticks with a tricky idea, or finds their own way through some down time.

Boredom isn’t a gap in the day - it’s a space where imagination, resilience, and self‑knowledge grow. When we stop rushing to fill every quiet moment, children learn to fill it themselves. And that’s a life skill worth protecting.

Summer School Fun

Choosing the right summer school can be one of the most rewarding decisions for your child. A high-quality summer programme offers far more than just a way to fill the holidays it’s an opportunity to learn new skills, make lifelong friends, and experience personal growth in a safe, inspiring environment.

Whether your child dreams of mastering a sport, exploring STEM subjects, perfecting their dance moves, or improving their English language skills, the UK is home to some of the finest summer schools in the world.

Join our knowledgeable team and summer school partners on 18 Feb for our 1 hour webinar on "How to Choose the Best Summer School Programme". Please register via this link.

At bestsummerschools.co.uk we make finding the perfect programme simple and stress-free. Every course featured on our site is carefully curated by expert consultants, ensuring exceptional quality and a memorable experience.

Our wide range of options includes sports camps, dance workshops, STEM courses, and English language programmes, catering to every interest and ability level.

Browsing is easy - enjoy scrolling through our handpicked selection and, when you find a programme you love, simply request more information directly from the page. Not sure which course is right for your child? Don’t worry! Our friendly team is always on hand to offer personalised guidance and suggestions. With such a vast choice, it’s natural to feel overwhelmed but that’s where we come in. Attending a summer school is more than just fun - it builds confidence, independence, and cultural awareness. It’s a chance to step outside the classroom, discover new passions, and gain skills that last a lifetime.

Threat caused by sophisticated scammers

Parents are losing as much as £10,000 to "sophisticated" scammers targeting independent schools, according to research carried out by IRIS Education. In a poll of 100 bursars at independent schools, the software company found scammers were routinely impersonating the establishments and sending fake fee payment requests to parents.

Every bursar said their school had faced at least one scam in the last five years, with the average bursar noting five distinct incidents over the period. Parents lost an average of £3,200 per successful scam, while one in five (19 per cent) said they had seen parents lose between £5,000 and £10,000 in a single case. Speaking to The Telegraph, Simon Freeman, Managing Director of Education at IRIS, said: "Many schools are doing everything right with traditional processes, but those very processes have become the vulnerabilities that criminals are trained to exploit."

British Education is a valuable export

In a letter to The Times, Louise Simpson, chief executive of the British School in the Netherlands, says ministers have "finally acknowledged... that UK education is of the highest quality and is a valuable export" in urging schools and universities to set up campuses overseas. Noting that independent schools have long been expanding abroad, she concludes: "How ironic that when it suits, the government embraces the innovation, ideas and attributes of the UK’s world-leading independent schools sector."

British education is a significant economic export, generating billions for the UK through international students, overseas campuses (Transnational Education or TNE), qualifications, and EdTech, with a new government strategy aiming to grow this to £40 billion annually by 2030 by supporting UK providers to expand globally, fostering long-term influence, and promoting UK values. The value extends beyond direct income, as leaders educated in the British system often develop positive long-term relationships with the UK, enhancing diplomatic and commercial ties.

Key Aspects of the Export

International Students: Millions of overseas students study in the UK, contributing significantly to the economy.
Transnational Education (TNE): UK universities and schools establish branches or offer courses abroad, delivering British education on-site in markets like Asia and the Middle East.
English Language Training (ELT): The UK's expertise in English language teaching is a valuable export sector.
EdTech & Digital Products: The sale of UK-developed digital learning tools and platforms globally.
Independent Schools: British independent schools operating overseas generate income and extend influence.

The New Strategy & Shift in Focus

From recruitment targets to global reach: The government is moving away from numerical targets for students in the UK, focusing instead on growing education exports abroad.
Support for overseas expansion: The new strategy backs UK institutions to set up in new markets, reduce regulatory barriers for TNE, and build global partnerships.
Economic growth: Education is a major UK success story, already outperforming sectors like automotive, manufacturing and food, with ambitions to reach £40 billion by 2030.

Beyond the Figures: Long-Term Influence

Enhanced Global Standing: Educating future leaders in the British tradition fosters favourable views of the UK, strengthening diplomatic and commercial interests.
A "Timeless" System: The appeal lies in a holistic approach focused on happy, safe environments, passionate teachers, and preparing confident global citizens, says Robert Ford of Perrott Hill School.

In essence, British education is not just a service but a strategic asset, creating economic benefits and fostering enduring global connections by delivering its distinctive system and values worldwide.

Professor Sir Steve Smith is the UK government's international education champion and he has written an interesting article in the Times Education Supplement which homes in on some of the target countries and the school groups who are leading the way.

We also read with interest an article by Jane Larsson (Executive Director of the Council of International Schools). Jane talks eloquently about international education, stating that "In today's world, all education needs to be international". Larsson praises the settings that embrace the curricula and languages of multiple countries, giving their pupils “a deeper understanding of our world, in all its diversity”. But there is still work to do, she says; "international schools need to look more intentionally at what leads to intercultural understanding”.

Embracing global learning enriches pupils’ education and prepares them for a future where international understanding and cooperation matter more than ever.

Education Advisers are independent consultants and specialise in providing advice and assistance to families looking for the best private school for their child. Contact us for a free consultation to find out how we can help. Call +44 203 003 2259, email us or complete an Enquiry Form and we will be in touch as soon as possible.